The Impact of Structured Input and Consciousness Raising Tasks on the Acquisition of Implicit and Explicit Knowledge

تخفیف ویژه

Abstract

During the past decades, the distinction between implicit and explicit knowledge and how they could be developed through instruction have always been controversial issues for cognitive psychologists and second language acquisition (SLA) researchers. The present study was aimed at investigating the effects of two different input-based tasks (Structured Input and Consciousness Raising) on the acquisition of implicit and explicit knowledge of English active causative structure by EFL learners. Seventy three female English language learners participated in this study. Participants were divided into two experimental groups, one was provided with structured input activities and the other with consciousness raising activities. The participants’ implicit and explicit knowledge of the target structure was assessed through Timed Grammaticality Judgment and Untimed Grammaticality Judgment respectively before and after the treatment. The results of Paired and Independent Samples t-test analyses revealed that both C-R tasks and SI tasks resulted in the acquisition of both implicit and explicit knowledge, with C-R having more significant impact on the explicit knowledge. The findings provided indirect positive support for the interface hypothesis.

Table of Contents

Acknowledgement............................................................................................    IV

Dedication.........................................................................................................   V

Abstract.............................................................................................................  VI

Table of Contents..............................................................................................   VII

List of Tables....................................................................................................   XI

List of Abbreviations........................................................................................   XIII

CHAPTER I: Background and Purpose............................................................   1

1.1 Statement of the Problem............................................................................   2

1.2 Significance of the Study............................................................................    2

1.3 Research Questions…………………………………………………........        3       

1.4 Research Hypotheses……………………………………………….........        4

1.5 Definitions of Key Terms............................................................................   5

1.5.1 Explicit Language Knowledge.................................................................    5

1.5.2 Implicit Language Knowledge.................................................................    6

1.5.3 Structured Input Task...............................................................................  6

1.5.4 Consciousness Raising Task....................................................................   8

1.6 Delimitations and Limitations of the Study................................................   8       

CHAPTER II: Review of the Related Literature..............................................     10

2.1 A Brief History of Task-Based Language Teaching...................................    10

2.2 What is a Task?...........................................................................................  12

2.3Features of Tasks………………………………………………………...14

2.4 Types of Tasks…………………………………………………………..17

2.4.1 Implicit Tasks...........................................................................................  19

2.4.1.1 Structured Input Tasks..........................................................................  20

2.4.2 Explicit Tasks...........................................................................................  24

2.4.2.1 Consciousness Raising Tasks................................................................  25

2.5 The Role of Tasks in Language Learning...................................................    27

2.6 Research into Implicit and Explicit Tasks...................................................   28

2.7 Implicit and Explicit Knowledge................................................................    32

2.7.1 Definitions................................................................................................  32

2.7.2 Position on Implicit and Explicit Knowledge..........................................    34

2.8 Research into Implicit and Explicit Knowledge..........................................   35     

CHAPTER III: Method.....................................................................................   38

3.1 Participants..................................................................................................  38

3.2 Materials......................................................................................................  39

3.3Instruments...................................................................................................  41

3.3.1 The Babel Placement Test........................................................................   42

3.3.2 Timed Grammaticality Judgment Test.....................................................   42

3.3.3 Untimed Grammaticality Judgment Test.................................................    43

3.4 Design and Procedure.................................................................................   43

3.5 Data Analysis..............................................................................................  45

3.6 Summary.....................................................................................................  46

CHAPTER IV: Results and Discussion............................................................   47

4.1 Testing Null Hypothesis I and Discussion..................................................   49

4.2 Testing Null Hypothesis II and Discussion.................................................   50

4.3 Testing Null Hypothesis III and Discussion...............................................    52

4.4 Testing Null Hypothesis IV and Discussion...............................................   54     

4.5 Testing Null Hypothesis V and Discussion.................................................   56     

4.6 Testing Null Hypothesis VI and Discussion...............................................   58     

4.7 Discussion...................................................................................................   60

CHAPTER V: Conclusion, Pedagogical Implications, and Suggestions for

Further Research...............................................................................................   61

5.1 Conclusion..................................................................................................   61

5.2 Pedagogical Implications............................................................................    63

5.3 Suggestions for Further Research...............................................................   64

REFERENCES.................................................................................................   66

APPENDIXES..................................................................................................   78